Ashbourne Day Nurseries at

Pebworth

Unique reference number (URN): 2753298 Address: Pebworth First School, Back Lane, Pebworth, Stratford-upon-avon, CV37 8XA Type: Childcare on non-domestic premises Registered with Ofsted: 07/12/2023 Registers: EYR, CCR, VCR Registered person: Dec, Christine Amanda

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Staff establish calm, consistent routines that support children's emotional security and readiness to learn. They are responsive to children's individual care needs, adapting routines so that children can rest when tired and transition smoothly between activities. Staff skilfully motivate children. For example, they offer new toys and resources to children to extend their play. They support children, develop their interests and help them to play alongside others for sustained periods.

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Behaviour, attitudes and establishing routines Strong standard

Staff use gentle praise to reinforce positive behaviour, helping children feel proud and confident. Through play, staff explicitly teach children how to wait, share, negotiate and manage distractions. This prepares them well for school routines. Staff work closely with families to ensure consistent approaches between home and nursery.

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Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities benefit from well-planned adaptations that support their behaviour and self-regulation. Leaders and staff monitor attendance carefully. They work with parents when children are late or struggle to attend the setting. Leaders ensure that they have the support they need to benefit fully from daily routines and learning.

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Children's welfare and wellbeing Strong standard

Staff prioritise children's welfare and wellbeing, ensuring that they form secure relationships when they join the setting. The key-person and buddy system helps staff to get to know each child, enabling them to offer warm reassurance and timely support. Staff guide and assist to develop children's independence. For example, staff help children to wash their hands on their own. Children are gaining confidence and independence in daily tasks.

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Children's welfare and wellbeing Strong standard

Staff remain attentive to any changes that may affect children's development. They work with families to understand what support will make the biggest difference and consistently go above and beyond to remove barriers so every child can thrive. Welfare routines are used as meaningful teaching moments. Staff help children to brush their teeth and make healthy choices about food and drink. They offer alternatives, when needed, and ensure that fresh water is readily available. Leaders and staff make purposeful use of the local community. Walks to the village park provide opportunities for babies, toddlers and older children to develop balance, core strength and gross motor skills. Staff teach children how to move safely over uneven surfaces and climb with control. Staff are supporting children as they strengthen their bodies and promote their physical wellbeing.

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Inclusion Strong standard

Staff create an inclusive environment. They identify children's individual needs and quickly respond with urgency and care. When children join the setting, staff complete detailed assessments. This helps them to understand children's starting points. Staff tailor the support that children receive to reduce barriers that may affect children's learning and wellbeing. This ensures that all children make progress from their starting points.

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Inclusion Strong standard

For children with special educational needs and/or disabilities, staff develop targeted plans that set out precise and achievable steps. Leaders collaborate with professionals, such as health visitors and speech and language therapists, enabling staff to use recommended strategies confidently. These approaches are shared with parents to support consistency between home and nursery. Leaders maintain productive relationships with external agencies and guide families to wider support when it is needed.

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Inclusion Strong standard

Staff deliver focused small-group activities to address gaps in learning and review each child's progress regularly, adapting support where necessary. During group times, staff skilfully redirect children who begin to lose focus, so they can re-engage in learning. Leaders use funding purposefully to provide resources that help children achieve their next steps. As children prepare for school, staff support families sensitively so that decisions reflect each child's needs.

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Leadership and governance Strong standard

Leaders set a clear and ambitious vision for the setting, which is understood and shared by the staff team. They work closely with staff to evaluate what is working well and identify priorities for improvement. For example, there is an action plan in place to support adaptations to teaching. This reflective and supportive culture ensures that areas for development are acted on promptly. Leaders meet staff regularly for supervision, offering guidance that helps staff to build their confidence and understanding of children's learning.

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Leadership and governance Strong standard

Leaders value their staff. They plan and deliver targeted training and coaching for their staff. This supports the continued improvement and outcomes for all children, including those who face barriers to learning. The wider leadership team effectively supports the managers and benefits from opportunities to develop their leadership skills. For example, managers have opportunities to work in larger settings. Workload is monitored carefully, and leaders act proactively to support staff wellbeing.

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Leadership and governance Strong standard

Leaders seek feedback from parents and respond promptly so that concerns do not escalate. They prioritise support for families who need additional help, ensuring that no family feels isolated. This consistent, relationship-centred approach supports children's

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Expected standard

development and ensures that parents feel valued. Leaders' actions have a positive impact across the setting and help to maintain a motivated, professional staff team.

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Achievement Expected standard

Children's achievement is variable. Typically, the environment supports most children to achieve their next steps in learning. However, on occasion, other children's experiences are not well adapted by staff. All children, including those with special educational needs and/or disabilities and those who face additional barriers, typically progress well. They benefit from meaningful opportunities to develop an early mathematical understanding. They enjoy developing their physical skills, are self-assured and build friendships.

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Achievement Expected standard

All children develop the foundation skills they need for later learning, particularly in communication and language. Older children gain new vocabulary and join conversations. Babies show early progress in their interactions and early language skills. All children develop confidence to express their needs and ideas. This will support their next steps in education.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that meets all early years foundation stage requirements. They understand its strengths and where further refinement is needed. Leaders provide targeted support to staff to promote and embed high-quality teaching. Staff typically adapt their teaching well to ensure that learning remains accessible for all children, including those who face additional barriers. Most staff adjust strategies in the moment; however, this is not consistent across the whole team. For example, at times, during larger- group activities, opportunities to refocus children or clarify the learning intentions are missed.

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Curriculum and teaching Expected standard

Staff draw on their knowledge of child development to shape engaging activities that reflect children's interests. They prioritise communication and language, model vocabulary, repeat children's words and use visual supports to strengthen children's understanding. Babies benefit from warm, responsive interactions that help them to develop early language and social skills. Staff use routines to consolidate mathematical ideas, such as helping children to count with their fingers during snack preparation. Staff plan meaningful learning experiences across all areas of development to enable children to build on what they know and can do.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Staff warmly welcome children into a calm and nurturing environment where their wellbeing is prioritised from the moment they arrive. Children settle quickly because staff offer gentle reassurance and sensitive support. Babies experience warm, responsive interactions from their key person, helping them to develop secure attachments and early communication skills.

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What it's like to be a child at this setting

Children access a thoughtfully prepared environment that promotes independence. Staff introduce targeted activities that intentionally build skills, such as turn taking, sharing and cooperative play. Through ongoing assessment, staff recognise where adaptations are needed and plan engaging experiences so that children can participate confidently. Staff use

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Inspector:

Victoria Laird the outdoor area to strengthen children's physical development. They encourage climbing, balancing and early risk taking, guiding children to move safely and develop coordination. When frustrations arise, staff join play to help children manage their emotions and find solutions.

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Inspector:

Leaders build strong relationships with families and the wider community. They create opportunities for families to come together at events, such as barbecues, and through a lending library that encourages a love of books at home. Staff share meaningful information with parents each day. Leaders monitor attendance closely and work with families to overcome barriers so that children benefit from consistent routines and learning. Staff recognise each child's individuality and adapt their communication and support so that every child can achieve and flourish.

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Next steps

Leaders to continue to effectively coach staff to promote children's achievement even further.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs and/or disabilities coordinator, parents and designated safe guarding leads during the inspection.

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Address:

Pebworth First School Back Lane, Pebworth Stratford-upon-avon CV37 8XA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dec, Christine Amanda

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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